Unit Overview Why did early European settlers come to Michigan? How did the settlers’ early economics help Michigan grow? In this unit, the students will learn why early Europeans (French and British) came to Michigan as explorers and then why some decided to stay and form settlements. The students will identify how Native Americans and French communicated while learning from each other how to survive off the land. This unit will also teach them how and why there was conflict between each other, the French, British, and the Native Americans. It shows the challenges the early settlers had to face in order to become successful and more populated. The students will need to be aware of the benefits of Michigan’s land; that the Native Americans were already existing in Michigan before the early Europeans arrived; and that the early European explorers were migrating into unclaimed land. Unit Rationale8 This unit contributes to the development of responsible citizenship because it will teach the students about exploring, how settlements began, adapting to the environment, and learning to work with others to survive together. By learning these things, the students will understand why it is important to get along with their classmates, neighbors, others in the community, and even those in other states in order to be prosperous. It will show them that compromises need to occur and there are sometimes steps that need to be taken in order to become successful or to co-exist. 1
Transcript
Unit Overview
Why did early European settlers come to Michigan? How did the settlers’ early economics help Michigan grow?
In this unit, the students will learn why early Europeans (French and British) came to Michigan as explorers and then why some decided to stay and form settlements. The students will identify how Native Americans and French communicated while learning from each other how to survive off the land. This unit will also teach them how and why there was conflict between each other, the French, British, and the Native Americans. It shows the challenges the early settlers had to face in order to become successful and more populated.
The students will need to be aware of the benefits of Michigan’s land; that the Native Americans were already existing in Michigan before the early Europeans arrived; and that the early European explorers were migrating into unclaimed land.
Unit Rationale8
This unit contributes to the development of responsible citizenship because it will teach the students about exploring, how settlements began, adapting to the environment, and learning to work with others to survive together. By learning these things, the students will understand why it is important to get along with their classmates, neighbors, others in the community, and even those in other states in order to be prosperous. It will show them that compromises need to occur and there are sometimes steps that need to be taken in order to become successful or to co-exist.
This unit will be meaningful and worthwhile for the students because they live in Michigan. They will get a comprehension of how it was in the early days, how it became populated and by who. And why it became more populated. (What attracted settlers, how did they make the settlement, how the economy became prosperous, etc.) It is connected with the 3rd grade level curriculum and standards in the Public Discourse, Decision Making, and Citizen Involvement section: P3:1 Identifying and Analyzing Public Issues.
Considering the Learners101Students at the 3rd grade level may already know some information about Native Americans being the first to occupy Michigan’s land, that early settlers came mainly from Europe, that the Great Lakes were used as a benefit. What they learn about this unit will teach them
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how Michigan became a place of prosperous settlement (community/state), how to become a good citizen, and why it is important to compromise. I can engage theStudents with maps, artifacts (fur, tools, etc.), discussion, activities, and perhaps a few students have been to some of the places (or heard of) we will be learning about. A few difficulties in this unit may be that the students find it hard to work with/read maps, working in groups, and understanding the way of life as it used to be (as opposed to todays’ society with so much technology, means of transportation, and so on. If these are an issue with a good portion of the class, I will back the lesson up and go over the information again, Be2-Kperhaps in a different manner, or just slower. If it is only a few students struggling, I will work with them a little more as a group/independently as class time permits, or before/after school (lunch time).
I will speak with special education teachers and review IEP’s for the students who need accommodations in the work/assessments that will be due in this unit. I will adjust them accordingly to their IEP’s.
Enduring Understanding/Big Idea:To make sense of how the early European settlers came to Michigan.To appreciate how the early European settlers and their economics influenced how Michigan grew.
Compelling Question:
Why did early European settlers come to Michigan?
How did their economics contribute to the growth of Michigan?
Supporting Questions: Why did early European settlers come to Michigan
(As opposed to another area in North America?) What benefits did they see in Michigan? What resources did Michigan have? What did these early settlers do/contribute in
order to increase the population of Michigan (before it even became a state)?
Behavioral Objectives:
Students will be able to:
3-H3.0.1 Identify questions historians ask in examining the past Michigan (e.g., What happened? When did it happen? Who was involved? How and why did it happen?)
3-H3.0.2 Explain how historians use primary and secondary sources to answer
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questions about the past. 3-H3.0.5 Use informational text and visual data to compare how American Indians
and settlers in the early history of Michigan adapted to, used, and modified their environment.
3-H3.0.6 Use a variety of sources to describe interactions that occurred between American Indians and the first European explorers and settlers in Michigan.
3-H3.0.7 Use a variety of primary and secondary sources to construct a historical narrative about daily life in the early settlements of Michigan (pre-statehood).
3-H3.0.10 Create a timeline to sequence early Michigan history (American Indians, exploration, settlement, statehood).
Key Concepts: Exploration Human/Environment
Interaction Cause and effect Settlement Conflict Vocabulary Adaption Statehood
Important Knowledge: Early European
settlers came to Michigan to explore, obtain land, and to get gold to send back to their country.
There was fighting among early Europeans, as well as with the Native Americans, over fur trade and land.
Mainly traded goods to keep a stable economy.
How early European settlers and Native Americans adapted to the environment.
How Michigan became a state.
Important Skills: Reading Creative Writing Recognize and
identify important features on a map
Be able to compare and contrast
Know that certain situations happened due to cause and effect
Sequence of events Know the difference
between primary and secondary sources
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Description of Informal Assessments:
For informal assessments I plan on: Warm-up questions from
previous discussions. Asking questions on
understanding throughout the lesson.
“Think, pair, share”. Have the students recall what we have covered in the lesson, pair up with a partner and share/compare what they remember. Then we will discuss as a class
Map activity: see what they are able to do on their own, then use notes, partners, teacher to complete.
Many group discussions covering what has been discussed already.
Observation as students are working independently and in groups.
Informal writings (one minute essays to see what they feel is the most important and have remembered.)
Overview and Rationale for Sample Assessment (see attached):
The assessment overview will demonstrate awareness of responsible citizenship. The students will know the “who, what, when, where, why, and how”. They will be able to explain why there was exploration, how settlements began, conflict, and how compromises were made in order to co-exist and make the settlements expand and prosperous. The students will be able to comprehend how Michigan’s resources made it possible for Native Americans and early European settlers to live off the land, trade and start businesses. The students will also be able to relate to some of the places in Michigan that they learned about in current day. The students will be able to use primary and secondary sources to explore the past. They will be able to read a map of Michigan, know areas that were known for trade, farming, and logging. Students will be able to create a time line of early Michigan. They will explain vocabulary learned throughout the unit. Causes of conflicts and the effects will be easily recognizable. Comparison of the early days to current days will be possible.
Performance Assessment Overview, Rationale, and Objectives (see attach
For the units performance assessment, the students will be able to write an essay explaining who, what, when, how, and why:
How and why early French explorers came to Michigan. How the Native and French lived off the land and interacted, including trade. What happened when the early British explorers came? (Why did they come
to Michigan as well?) Why conflict?
Know how settlements occurred/Pioneer life How Michigan became a state.
3-H3.0.1, H3.0.2, H3.0.5, H3.0.6, H3.0.7, H3.0.10
Unit Assessments: Attached
Included in Essay: Great (3 points) Good (2 points) Beginning (1 point)
How and why early French explorers came to Michigan.
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Human/Environment Interaction (French)Why did the British come to Michigan? Why conflict? (also mention things such as: forts, who won, American Indians, etc.)Settlements/PioneersMichigan becoming a state.Correct spellingTotal
Assessment Rubric: Early European Explorers/Settlers
Name: Elizabeth Finley
Length of lesson: 2 hours and 15 minutes
Title of lesson: Early French Explorers come to Michigan
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Overview: In this lesson, the students will learn why and how the French came to Michigan, along with what they felt were the benefits of our land. The students will get a better perspective of trade and how it worked in the positive for both the Native Americans and early French Settlers.
Objectives:
3-H3.0.5: Use information text and visual data to compare how American Indians and settlers in the early history of Michigan adapted to, used, and modified their environment.
3-H3.0.6: Use a variety of sources to describe the interactions that occurred between American Indians and the first European explorers and settlers in Michigan.
Anticipated student conceptions or challenges to understanding:
Some students may have trouble understanding the graphic organizer. o To make sure that everyone is comfortable using the graphic organizer, I will
first review the order or sequence of events with the class. Then I will hand out the organizer and explain to them that they will need to put the events in the right order.
Students may have trouble with some of the words that are used in this unit. (for example: explorer, France, and missionary).
o I will hand out vocabulary sheets with these (and a few more words) for the students to turn into flashcards. Each word will have a definition and a picture to help them study/learn what the words mean.
Trading was an enormous part of how explorers lived and eventually become settlers. Students may not have the comprehension of how important trade was or what/how trade occurred.
o I will have worksheets to go over with the students that talk about goods were traded, what the quantity of one good was worth compared to another good. (This will also incorporate math with this social studies lesson, so the students will have to be able to add and subtract.)
The students are going to need to comprehend what human/environment interaction means and how it was used by the Native Indians and early explorers to adapt to the land in Michigan.
o We will do “Think, Pair, Share” to make sure everyone has a clear interpretation of what human/environment interaction means. Once I feel everyone is comfortable with the idea, they will complete a worksheet on this.
Materials/Evidence/Sources:
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Vocabulary sheets that the students can turn into flashcards (with definitions on how they are used in this chapter and a picture of each word). (Attached)
Scissors Sandwich baggies Sequence chart and the graphic organizer. (The students will cut events from
one sheet and glue them onto the other. (Attached) Glue An answer sheet with the correct sequence for the graphic organizer.
(Attached) A Trade Goods informational sheet (Value of goods and services for trade
between early explorers/settlers and American Indians). (Attached) A completed Trade Goods informational sheet for the teacher. (Attached) Solve worksheet (questions, no answers) for the students. (Attached) Problems to Solve worksheet (questions and answers) for the teacher.
(Attached) Human/Environment Interaction worksheet with questions for the students
to answer. (Attached) Human/Environment Interaction worksheet with samples for teacher.
(Attached) End of the lesson quiz (5 multiple choice and a blank Sequence Chart) for
students. (Attached) End of the lesson quiz answer sheet for the teacher. (Attached) A globe so that as we go through the lesson the students can see where the
travelling/exploring happened.
Assessment:
The assessments will be informal and formal. For informal testing, I will be walking around the class during activities and group discussions to check for understanding. (I will be checking for understanding during class discussion as well.) I will be listening to make sure newly taught knowledge is being added to their previous interpretations for complete understanding. Students will be working individual on some parts of the lesson, but coming together to compare and contrast their information. I will also give a formal assessment so that I can see what the students have learned at the end of the lesson. They will have to put a sequence of events in the right order and answer 5 multiple choice questions.
Instructional Sequence: 1. (15 minutes) Hand out the vocabulary sheets and review the words and their meanings as to how they pertain to this chapter. Have the students cut out the vocabulary and then
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study the words independently two times. Then pass out a baggie that the students can use to put their flashcards in so that they don’t get lost.
2. (15 minutes) Start this lesson off by reviewing what we learned in the last lesson: What do we know about American Indians? Who are they? Where did they live? What were their cultures like? How did they interact with their environment? I will write the information they give my on the board so that as we verbally review, they can visually see it as well.
3. (10 minutes) “Does anyone know how many continents we have?”o 6 or 7 (hopefully they have an idea)
“Wonderful. Now can you name the continents?”o North Americao South Americao Europeo Africao Australiao Asiao Antarctica
“Alright, now can someone come up to this globe and show us where Europe is?” “Now can someone come show us where Asia is?” “Lastly, can someone come show us where North America is?”
4. (15 minutes) I will then explain how the early explorers actually had sailed out to get some goods from China (the Europeans liked the silk and spices that China made and they were scarce on their land), which is on the continent of Asia. Instead, they ended up in North and South America. Some of the explorers in North America decided to keep going to try to find China. (On the globe we will follow the rivers: they started at the St. Lawrence River and kept going until they hit the Great Lakes.) They could not find another water route across North America, but they did find something else of value.“Can you please raise your hand if you have an idea of what the French found that was valuable?” I would call on a few students until someone says “Great Lakes”. Then I would ask for other resources (if they have not already been mentioned). I will be writing the list on the board. I will try to steer them towards calling out a beaver so that we can start talking about trade. “Why do you think beaver are so important?” 5. (5 minutes) We would then discuss how beaver fur was used for clothing, and that the French particularly like to use the fur to make beaver hats. Beavers were extinct at this time in Europe. Due to this scarcity, the French were excited about this natural resource.
6. (10 minutes) This is why the fur trade began between the American Indians of the Great Lake Regions and the French. Point to hit during this topic:
o American Indians killed beavers and other animals with fur. They would then trade the fur with the French for some of the French goods (guns, blankets, cooking pots,
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and more) This system worked well for both parties because they were both getting something they needed or wanted).
o Initially, the French would go to Native American villages for the trade, but eventually, the French built trading post. The biggest trading post was located by the Straits of Mackinac. (I would then ask how many students have heard of Mackinaw and if anyone has ever been there.) Then continue with “Why do you think the trading post was located there? (Because it was in the middle of the Great Lakes System).
7. (20 minutes) Now we will review the sequence chart. I will have the students cut out the strips of events and place them in the correct order on the worksheet individually. I will then split them into groups of three so that they can compare their orders. Once they are confident I will ask them to glue the strips in the correct order onto the worksheet. (I will be walking around to make sure they all have everything in order before they glue.)
8. (10 minutes) Next we will talk about voyageurs. I will ask the students what they know about voyageurs and write their answers on the board. If they do not get all the main points, I will suggest them.
o People, typically men, who transported the furs through the trading route back to France. (I would get out the globe and point through the route: Great Lakes to Montreal, then to Canada. The Canadians then shipped them to France.)
o Men who traveled in canoes across the water to trade furs. (Remind them that they learned to travel with canoes from the Native Americans.)
o They would paddle their canoes for up to 18 hours a day. (They sang songs to help pass the time.)
o Sometimes they had to carry their canoes, fur and food over land to get from one body of water to the next.
9. (20 minutes) Now I would divide the class into groups of two and pass out the Trade Good informational sheet and the Problems to Solve worksheet. I will read the directions and explain the Trade Good informational sheet first. Once I was sure all the students understood the sheet, I would have them look at the Problem Solve worksheet. I would ask a student to read the directions and ask the students if they all understood. Once all questions were answered, they can begin working. Once they were done, we would review their answers.
10. (10 minutes) Eventually, other French people came to join their traders and voyageurs. These were religious people called missionaries. (Review vocab word) They wanted to teach their belief in God to the Native Americans. There was a famous missionary named Father Marquette. He founded the first missionary at the St. Ste. Marie in 1668, which became Michigan’s first place of settlement. (I would ask the students hear if anyone has ever heard or been to St. Ste. Marie.) Father Marquette then moved to St. Ignace in 1671. St. Ignace became the 3nd settlement in Michigan. (Again, has any student heard or been to St. Ignace?)
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11. (25 minutes) The students and I will now refresh our memories on what human/environment interaction is. (A term they should be familiar with from earlier lessons.) Then I would hand out the Human/Environment Interaction worksheet. I would ask the students to answer the three questions to the best of their abilities from what we had learned so far. Once the students completed their worksheets, I would have them split up into groups and compare their answers (they can add the ones their peers had that they did not to their list). When they are done in their groups, we would come together as a class and discuss what they had in each group (think-pair-share). (A sample copy is included for the teacher with some ideas.) This is the last of the material they will be learning in this lesson.
12. (15 minutes) I would end this lesson by giving the students some “food for thought” on the upcoming chapter. I would explain that once the French were in Michigan, other Europeans, mainly the British (came from another country in Europe), started to explore and found their way to North America, and then Michigan as well. They started to claim land as their own. This caused conflict in Michigan.
13. (20 minutes) I will end this lesson by having the students take a quiz on information they have learned. There will be 5 multiple choice questions and a sequence of events chart with some of the important events we covered to complete. This will let me know what the students grasped throughout the lesson and if there is a part that I should revisit before moving on.
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ContinentOne of the seven large land masses on the Earth.
Example: Europe and North America are both continents.
ExplorerSomeone who travels in order to discover something.
Example: Explorers from France came into the region of the Great Lakes.
FranceA country on the continent of Europe
Example: Explorers from France came to the Great Lakes region.
BeaverA small animal whose fur was popular in Europe for hats.
Example: The French traded American Indians for beaver furs.
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ScarcityNot enough natural resources.
Example: There was plenty of scarcity of beaver fur in France.
VoyageurThe people who moved the furs through the Great Lakes region.
Example: Voyageurs traveled by canoe.
MissionarySomeone who travels to a new place to teach their religion to people.
Example: Father Marquette was a missionary and explorer.
Britain A country on the continent of Europe.
Example: British people from Britain
became interested in the fur trade.
Time to Review - Sequence Chart
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The fur trade began between the French and American Indians.
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Event Cards
Explorers from Europe tried to get to China by sailing west.
The French decided to try and find a water route across North America.
People in Europe wanted silks and spices from China.
They did not find the water route but they found beaver furs instead.
Time to Review Sequence Chart – Correct Sequence
People in Europe wanted silks and spices from China.
Explorers from Europe tried to get to China by sailing west.
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North and South America were in the way of these explorers.
The French decided to try and find a water route across North America.
They did not find the water route but they found beaver furs instead.
The fur trade began between the French and American Indians.
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Time to Review Sequence Chart – Correct Sequence
People in Europe wanted silks and spices from China.
Explorers from Europe tried to get to China by sailing west.
North and South America were in the way of these explorers.
The French decided to try and find a water route across North America.
They did not find the water route but they found beaver furs instead.
The fur trade began between the French and American Indians.
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TRADE GOODS
The worth of all trade goods was based on the value of beaver furs.
The Value of American Indian Goods and Services
American Indian Goods:
1 sack of wild rice = 3 beaver furs100 white fish = 6 beaver furs15 pounds of bear grease = 4 beaver furs
American Indian Services:
For dressing 6 deerskins = 2 beaver fursFor lacing 4 pairs of snowshoes = 2 beaver furs
1. An American Indian laced 8 pairs of snowshoes. How many beaver furs would this be worth?
2. If an American Indian family wanted to trade for 1 looking glass, 1 blanket, and 1 cotton shirt. How many beaver furs would they need?
3. An American Indian brought a sack of wild rice and 100 white fish to the trading post. How many beaver furs were his goods worth?
4. If an American Indian laced four pairs of snowshoes, would he be able to trade for a blanket? Explain your answer.
5. If an American Indian brought in a sack of wild rice to trade could he trade for a cotton shirt? Explain your answer
Problems to Solve - Answers
1. An American Indian laced 8 pairs of snowshoes. How many beaver furs would this be worth.
2 + 2 = 4 beaver furs
2. If an American Indian family wanted to trade for 1 looking glass, 1 blanket and 1 cotton shirt. How many beaver furs would they need?
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1 + 3 + 3 = 7 beaver furs
3. An American Indian brought a sack of wild rice and 100 white fish to the trading post. How many beaver furs were his goods worth?
3 + 6 = 9 beaver furs
4. If an American Indian laced four pairs of snowshoes would he be able to trade for a blanket? Explain your answer.
No, because lacing 4 pairs of snowshoeswas only equal to 2 beaver furs.
5. If an American Indian brought in a sack of wild rice to trade could he trade for a cotton shirt? Explain your answer
Yes, because a sack of rice was equal to 3 beaver fursand a cotton shirt was equal to 3 beaver furs.
Human/Environment Interaction
What were some ways the French used theenvironment of Michigan?
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What were some ways the French adapted to the environment of Michigan?
What were some ways the French changed the environment of Michigan?
Human/Environment Interaction – Sample Answers
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What were some ways the French used theenvironment of Michigan?
They used rivers and lakes for travel.
They used trees for many different things including houses and canoes.
They used beaver furs for hats.
What were some ways the French adapted to the environment of Michigan?
They learned to adapt to the four seasons of Michigan.
They built houses using the natural resources around them.
They learned how to use rivers and lakes as highways.
What were some ways the French changed the environment of Michigan?
They cleared land to create forts and trading posts.
They cut down trees to make things like houses and canoes.
They were responsible for the removal of a large number of animals especially beavers.
Assessment – Part OneDirections: Choose the best answer.
1. What was the main reason French explorers came to the Great Lakes region?
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A. They wanted to build cities.B. They were trying to sail to China to get silk and spices.C. They wanted to make friends with American Indians.D. They wanted to fight the American Indians.
2. Why did the French want to trade with American Indians for beaver furs?
A. They wanted to be nice to the American Indians.B. They needed to get rid of a lot of extra goods like cooking pots.C. There were very few beaver in France and people there wanted beaver hats.D. There was nothing else they could trade.
3. The American Indians agreed to trade with the French because
A. they were afraid of the French.B. they didn’t like beaver furs.C. they wanted money.D. they wanted the trade for goods that the French had.
4. When did the fur trade between the French and American Indians begin?
A. about 100 years agoB. about 50 years agoC. about 400 years agoD. about 1000 years ago
5. Besides French traders and explorers who else came to Michigan?
A. French missionariesB. French kingsC. French leadersD. French doctors
Assessment – Part Two
Directions: Cut out these pieces and place them in the correct order on the Seqeunce Chart.
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A fur trade began between the Indians of the Great Lakes region and the French.
These explorers began to explore the Great Lakes region.
The British also became interested in the fur trade.
French explorers were looking for a sailing route to China.
They did not find a route to China. However, they did find the region was rich in fur-bearing animals.
Assessment – Part Two
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Assessment – Correct Answers
1. B2. C3. D4. C5. A
Correct Sequence:
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French explorers were looking for a sailing route to China.
These explorers began to explore the Great Lakes region.
They did not find a route to China. However, they did find the region was rich in fur-bearing animals.
A fur trade began between the Indians of the Great Lakes region and the French.
The British also became interested in the fur trade.
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Name: Elizabeth Finley
Length of Lesson: 4 hours
Title of Lesson: The British Come to Michigan
Overview: Provide a short description of the lesson.
Objectives:
3-H3.0.5: Use information text and visual data to compare how American Indians and settlers in the early history of Michigan adapted to, used, and modified their environment.
3-H3.0.6: Use a variety of sources to describe the interactions that occurred between American Indians and the first European explorers and settlers in Michigan.
Anticipated student conceptions or challenges to understanding:
Some students may have trouble understanding the cause and effect organizer.
o To make sure everyone is comfortable using the graphic organizer, I will first review one with them using an example from a student in the class so that the students will be able to relate in their everyday lives.
Students may not understand fully what forts were and why they were used.
o I will have discussion on what forts were and why they were used. I will also provide a visual for them to discuss what they notice about the fort (how it was built, buildings inside it, what jobs besides guard would be available). I will also provide a URL link so that the students can take a virtual tour of Fort Michiliackinac.
Students may not understand why the Native Indians would choose to side with the French and not the British.
o I will explain how there was a positive relationship with the French first and that the French treated them with respect and that the British treated them with disrespect.
Materials/Evidence/Sources:
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Blank Cause and Effect organizer. (Attached) Timeline (Attached) Image of Fort Pontchartrain and URL to a website that will give the
students a virtual tour of Fort Michilimackinac. http://vm.mackinacparks.com/ (Attached)
Map of “Britain’s Colonies on the Atlantic Coast”. (Attached) Cause and Effect organizer, “The British take control of Michigan”. (use
for assessment) (Attached) 5 Multiple choice question assessment (Attached) Sequence chart and Graphic organizer. (The students will cut events from
one sheet and glue them onto the other.) (Attached) Glue Scissors An answer sheet for with the correct sequence for the graphic organizer.
(Attached) End of the lesson quiz answer sheet for the teacher. (Attached)
Assessment:
The assessments will be informal and formal. For informal testing, I will be walking around the class during activities and group discussions to check for understanding. (I will be checking for understanding during class discussion as well.) I will be listening to make sure newly taught knowledge is being added to their previous interpretations for complete understanding. Students will be working individual on some parts of the lesson, but coming together to compare and contrast their information. I will also give a formal assessment so that I can see what the students have learned at the end of the lesson. The students will have to complete a cause and effect organizer, put a sequence of events in the right order and answer 5 multiple choice.
Instructional Sequence:
1. (15 minutes) Start this lesson by going over the quiz from the previous lesson. This will give a reminder of the important events and facts that we learned from the previous lesson.
2. (25 minutes) I will ask the students what they remember from the brief overview I gave them about this lesson plan.
o The British and the French have been enemies for a long time (prior to the British finding their way to Michigan).
o Both were fierce and aggressive.o The British heard about the French making a lot of money on their fur trade.
As the students are giving me the information that they remember, I will be writing it on the board. I will then ask the students think about what will happen next. I will ask them
to write their thoughts on paper and turn it in. Once everyone has turned in their papers, I will them to share their thoughts as a class. (I will guide the students in the direction of fur trade and both sides being fierce, so that they can start to thinking about what will happen when the British want to be a part of the trade.)
3. (15 minutes) Pass out the Cause and Effect organizer. We will complete this together as a class. I will ask for a volunteer in the class to come up with a recent situation that we could use to review what cause and effect is in a way that they can relate it to their lives. For instance, Junior shoved Sally out of line. I would write this down in the “Event” square on the projected Cause and Effect organizer while the students wrote it down on their sheets. Then I would have the students come up with some causes for why Junior would shove Sally out of line. (Junior wanted to be closer to the front; Sally was annoying Junior; Junior was a bully; and so on.) I would pick one to write on the projected organizer and the students could pick any of our suggestions to write on theirs (In the “Cause” square. Next, I will ask them what the effects could have been from Junior pushing Sally out of line. (Sally will tell the teacher; Junior will get in trouble for being a bully; Sally will shove Junior back; and so on. We would write one of the discussed suggestions on the sheet (“Event” square) to complete the organizer.
4. (15 minutes) I will then discuss with them that being able to identify cause and effect is important in grasping what occurred in history. I will pass out another Cause and Effect organizer so that we can use it again, but this time dealing with an event from history. I would ask them to write (as I also write it on my projected organizer) “The French were making a lot of money on the fur trade” in the “Event” square of the organizer. I will then ask students for some suggestions on causes of for this. (There was a scarcity of beavers in France; Michigan had a lot of beavers; French people wanted fur hats.)Next, I would ask the students for some suggestions on effects. (The British were jealous of the French; the British wanted to take over the fur trade; The British wanted to make money on the fur trade as well.)
5. (20 minutes) I will ask each student to get out a sheet of paper. I will project a blank sheet as well. On the top of the paper we will all write “Timeline”. I will then lead the class in a discussion about when and where some events happened during this time period. (This is a way for the students to listen and practice taking notes on important facts and sequences during discussion.) The notes I would write down for an example (that the students can copy or put into their own words) would be:
1686 – The French built Fort St. Joseph at what is now Port Huron. They hoped the fort would help block the British from traveling to the Straits of Mackinac where the main fur-trading cent was located.
1691 – The French built another Fort Saint Joseph in what is now Niles, Michigan. 1701 – The French landed along what is now the Detroit River and built a log fort
called Fort Pontchartrain. This became the City of Detroit. 1715 – The French built Fort Michilimackinac at the Straits of Mackinaw near what
is now Mackinaw City.
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Throughout the discussion, I will be asking the students if they have heard of or visited any of these places before. (Trying to help make a connection.) The discussion would include: Patterns that we see in these events (the students will recognize that the French are building forts in each event); what we think the cause of the French building so many forts in Michigan over this 30 year time period is. I would conclude this discussion with by guiding them to realize that the forts were built as protection from the British (because they wanted to take over the fur trade).
6. (10 minutes) I will display a picture of Fort Pontchartrain so students will have a visual of what a fort looked like. We will then have a class discussion (Walls around the fort; buildings and families inside the fort; types of defense the forts provided; possible jobs inside the fort besides guards). I will provide the students with the URL that will give them a virtual tour of Fort Michilimackinac. I will also provide this URL for the technology teacher and ask him/her to let them take the tour while they are in her class (each student will have their own computer so will be able to explore at their own pace).
7. (5 minutes) At this point, I will talk about how the French kept making more money and the British continued to want to take over the fur trade. Therefore, a war broke out. I would then ask the students how many of them predicted a war when they wrote their thoughts on “What will happen next” at the beginning of the lesson.
8. (20 minutes) I will pass out another Cause and Effect organizer. I will instruct the students to write “War between France and Britain” in the Event square of the organizer. The students will pair up with a classmate and work together to fill out the cause and effect portion of the organizer. (The causes will have something to do with the fur trade). Once the students have completed the assignment in pairs, we will come back together and share answers as a class.
9. (10 minutes) I will explain to the students that the war between the French and British left options for the Native Americans. I would give them one option: to keep to themselves and stay out of the war. Then I would ask the students what the thought the other options were. (I would guide students to realize that they could help either side, French or British.) Next we would take a vote on what choice the students thought the Native Americans made: stay neutral, help the British, or help the French.
10. (5 minutes) Now I will let them know that most Native Americans chose to side with the French because they had already been trading with them for years. They were also worried that the British would try to take over the land if they won the war.
11.(15 minutes) Now I will ask the students to take another vote: who will win the war: French or British. We will then have a discussion on why they chose the side they did. At the end of the discussion I will let them know that the French lost the war. (I will explain that in 5th grade they will study the war more in depth.)
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12. (10 minutes) We will now pull out our latest graphic organizer and compare what we learned to what we thought the effects would be. The students can make note on their organizer if they were wrong.
13. (15 minutes) I will ask the students what they think the British felt about the American Indians who sided with the French. This will lead into a discussion. During the discussion, I will let the students know that there was great conflict now between the British and American Indians for the following reasons:
The British were upset that the American Indians sided with the French. The American Indians had much more respect for the French because the French
took time to learn their language, they sometimes got married (American Indians and French), and the French were come concerned with trade than taking over the land. The British, however, showed very little respect to the Native Americans and were really interested in taking over the land.
The Native Americans needed and wanted the European goods they were accustomed to having, so the British raised the prices on the goods. (They had to trade more furs in order to receive the goods.)
The French would often give gifts to the Native Americans, but the British did not.
14. (10 minutes) I will ask the students what they think happened next. This will lead to another discussion. The conflict between the British and American Indians lead to greater conflict yet. I will include these key points in the discussion:
Chief Pontiac, an Ottawa leader created an alliance between American Indian tribes. They (American Indians) attacked the British Forts. They captured Fort St. Joseph and Fort Michilimackinac. The American Indians ended up surrounding the British in Fort Pontchartrain for 5
months, trying to force the British out, but to no avail. The British eventually regained control of the forts.
15.(10 minutes) I will explain that the British controlled Michigan for less than 30 years before another big change occurred. I will show the students the map of the “Britain’s Colonies on the Atlantic Coast”. I will point out the 13 British colonies and inform the students that these colonies were owned and controlled by the British. I will explain that the people living in these colonies wanted to be independent. In other words, they wanted to be their own country.
16. (10 minutes) I will explain that on July 4, 1776 these colonies declared their independence and fought a war against Britain for their freedom. They eventually won the war and became a new country, the United States of America. The previous 13 colonies now became the first 13 states. The new country took control of most of the land that the British once controlled in North America, including Michigan. (I will explain that they will learn the whole story of early history in our country when they are in 5th grade.
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17. (5 minutes) A simple review I would have the students do is to ask 4 students to volunteers to hold four signs: American Indians, French, British, and Americans. The students who did not volunteer will discuss and put them in order showing who controlled Michigan in what order.
18. (25 minutes) I will end this lesson by having the students take a quiz on information they have learned. There will be a cause and effect organizer to fill out, 5 multiple choice questions, and sequence of important events to complete. This will let me know what the students grasped throughout the lesson and if there is a part that I should revisit before moving on.
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Cause and Effect Organizer
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Timeline
1686
The French built Fort St. Joseph at what is now Port Huron. They hoped the fort would help block the British from traveling to the Straits of Mackinac where the main fur-trading center was located.
1691The French built another Fort Saint Joseph in what is now Niles, Michigan.
1701The French landed along what is now the Detroit River and built a log fort called Fort Pontchartrain. This became the City of Detroit.
1715The French built Fort Michilimackinac at the Straits of Mackinaw near what is now Mackinaw City.
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EVENT EVENT
Effect
Cause
Britain’s Colonies on the Atlantic Coast
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Complete the chart by writing a cause and an effect.
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13 British Colonies
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Directions: Cut these apart and put them in the correct order.
Britain loses a war with its 13 colonies. The colonies become the United States of America.
The British get their forts back.
The French lose the war with Britain. Michigan comes under the control of the British.
The area of Michigan becomes part of this new country called the United States of America.
American Indians under the leadership of Chief Pontiac fight back against the British. They take over several British forts.
War breaks out between the French and the British over the fur trade.
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EVENT EVENTThe British take control of Michigan
Effect
Cause
Natural Resources of
The Fertilesoil
Lakes and rivers
Natural gas and oil
Iron oreLimestone
CopperSalt
TreesSandNatural
Resources of
The Fertilesoil
Lakes and rivers
Natural gas and oil
Iron oreLimestone
CopperSalt
TreesSand
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Assessment
Directions: Choose the best answer.
5. What was the main reason the French began to build a lot of forts?
A. To keep the Indians from hurting themB. To have a place to liveC. To protect against the British who were interested in the fur tradeD. To have a place to keep their furs
6. What city began as a French fort?
A. DetroitB. PontiacC. St. IgnaceD. Saginaw
7. The French and British fought a war because
A. they were exploring the Great Lakes at the same time.B. they both wanted to control the fur trade.C. the American Indians made them fight.D. they were mad at the American Indians.
8. What happened after France lost the war with Britain?
A. Britain took over Michigan and the fur trade.B. The American Indians stopped trading with everybody.C. The French kept all of their forts in Michigan.D. The fur trade ended.
9. What happened between the British and the American Indians in Michigan?
A. They became good friends and helped each other.B. They built forts together to protect against the French.C. They left each other alone.D. There were a lot of conflicts between the two groups.
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Graphic Organizer
War breaks out between the French and the British over the fur trade.
The French lose the war with Britain. Michigan comes under the control of the British.
American Indians under the leadership of Chief Pontiac fight back against the British. They take over
several British forts.
The British get their forts back.
Britain loses a war with its 13 colonies. The colonies become the United States of America.
The area of Michigan becomes part of this new country called the United States of America.
Assessment – Correct Answers
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6. C7. A8. B9. A10.D
Cause and Effect organizer
Possible Causes: France lost the war with Britain Britain beat France in a war
Possible Effects: Conflicts grew between American Indians and the British Britain took control of the fur trade Native Americans attacked British forts Things changed for American Indians
Correct Sequence:
1. War breaks out between the French and the British over the fur trade.
2. The French lose the war with Britain. Michigan comes under the control of the British.
3. American Indians under the leadership of Chief Pontiac fight back against the British. They take over several British forts.
4. The British get their forts back.
5. Britain loses a war with its 13 colonies. The colonies become the United States of America.
6. The area of Michigan becomes part of this new country called the United States of America.
Your Name: Elizabeth Finley
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Length of lesson: 3 hours 10 minutes
Title of lesson: Pioneers and Settlement in Michigan
Overview: Provide a short description of the lesson.
Objectives:
3-H3.0.5: Use information text and visual data to compare how American Indians and settlers in the early history of Michigan adapted to, used, and modified their environment.
3-H3.0.7: Use a variety of primary and secondary sources to construct a historical narrative about daily life in the early settlements of Michigan (pre-statehood).
Anticipated student conceptions or challenges to understanding:
The Mystery Map may look a little too challenging for the students.o I will review with the students that is a map of Michigan from about
200 years ago. I will have them work in with one or two other students, so they can “talk it out”.
The students may not know what a historical narrative is.o I will explain that a historical narrative is a writing that describes a
part of history. I will also include a writing plan so that they will have a clearer meaning of what is expected.
Materials/Evidence/Sources
Vocabulary Words that can be cut into flash cards. Scissor Baggie Mystery Map (Attached) Current Map of Michigan (Attached) Pioneer Life informational sheet (Attached) Human/Environment Interaction chart (blank for students) (Attached) Human/Environment Interaction sample chart (ideas for the teacher)
(Attached) Causes and Effect Chart (blank for students) (Attached) Causes and Effects Chart Sample Answers (for the teacher) (Attached) Writing Plan for a Historical Narrative (Attached)
Assessment: The assessments will be informal and formal. For informal testing, I will be walking around the class during activities and group discussions to check for understanding. (I will be
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checking for understanding during class discussion as well.) I will be listening to make sure newly taught knowledge is being added to their previous interpretations for complete understanding. Students will be working individual on some parts of the lesson, but coming together to compare and contrast their information. I will also give a formal assessment so that I can see what the students have learned at the end of the lesson. The assessment will consist of a historical narrative describing early pioneer life in Michigan.
Instructional Sequence 1. (10 minutes) I will give the students a copy of the vocabulary words for this lesson. We will review the words as a class. Then the students will cut the words out so they are flashcards for them to study with. They will review them two more times individually.
2. (15 minutes) Start this lesson by going over the quiz from the previous lesson. This will give a reminder of the important events and facts that we learned from the previous lesson that we will be building onto this lesson.
3. (20 minutes) We will have a discussion over what we have learned overall in this unit as a class.
Which American Indian groups lived in Michigan? What are some of the things you remember about their cultures? Why did the French come to the Great Lakes region? What were some ways the French and the American Indians interacted? How did Michigan become part of the new country called the United
States of America?
4. (20 minutes) The class will split into groups of 2-3 students. I will project the Mystery Source sheet for the students to see, as well as give them a copy to each group for closer inspection. I will explain that the mystery source is map of Michigan from about 200 years ago. The students will analyze and write down what they discovered about this map. We will then come back as a class so that we can share each groups’ findings. Next we will talk about whether this mystery map is a primary source or a secondary source. Students will give their reasoning for why they feel it is one or the other. I will then guide them into understanding that it is a primary source because it is a source that was created long ago.
5. (10 minutes) I will leave the mystery map up and add a map of Michigan today and ask the students to talk about the difference between maps of 200 years ago and current ones. Type of answers I will be looking for are:
Maps of Michigan were not as accurate 200 years ago. Part of Michigan (“Thumb) area are distorted.
The older map showed a lot of rivers and where American Indians lived. Only settlements on the older map are Detroit and Fort St. Joseph.
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Rivers were important to people 200 years ago. There were a lot of American Indians in Michigan 200 years ago. Current map of Michigan is much more detailed. There are an abundance of cities on our current map. Current map shows a lot more river.
I will point out that the current map of Michigan is a secondary source.
6. (5 minutes) I will explain to the students that when Michigan became part of the United States at the end of the American Revolution there were only two main settlements in Michigan – one at Detroit and one on Mackinac Island. (I will make note that the mystery map did not go far enough to the north to show Mackinac Island.) I will let them know that people slowly started to move to Michigan to settle the land and become farmers. These early settlers are often referred to as “pioneers”.
7. (20 minutes) I will have students pair up and ask them to imagine what it would be like to move to a brand-new place with few roads, few maps of the area, and covered in forest. I would then ask them to write a list of challenges that they think the pioneers faced. Once they are done with t heir list I will have them share them as a class. I will write down their challenges as they share and compile one big master list. Type of challenges I will be looking for are:
Without many roads people could get lost. It would be hard to get a wagon though an area that has no roads. If there were no roads there were probably no bridges across streams. There were no bridges so even small creeks were a problem. There were wild animals. To build a house you would have to cut down trees and build it yourself. You had to find food. You had to clear land in order to grow food.
8. (10 minutes) I will project the Pioneer Life information sheet to go over with the students. I will also give a copy of it to the students. I will use it to further explore what early Michigan pioneers had to do in order to settle in a new place.
9. (15 minutes) To review what human/environment interaction is, we will have a quick review of how the French adapted to and changed their environment (from previous lessons). I will then ask them to complete the Human/Environment Interaction Chart. I will project the Pioneer Life informational sheet that we went over earlier in the lesson for the students to use for ideas. We will then go over it as a class.
10. (15 minutes) I will ask the students, “How do you think historians learned about early pioneer life in Michigan that occurred over 200 years ago?” We will discuss their responses. (I will have them get ideas from some of their previous writings.) We will also discuss the historians studied artifacts from sites where pioneers lived long ago. I will share that here in Michigan, we have a site called
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the “Ponton Site”, located in Chippewa Nature Center near Midland. Here are a few things that are located on this site:
The Ponton Site has a 1830s settler cabin on the north side of the Chippewa River.
A man named Art Pomranky originally discovered the site in the 1950s. He collected artifacts on the surface of the site.
In 1995 he brought the site to the attention of the Oxbow Archaeologists. This group began excavations at the site in 2002, and has continued to work at the site each summer since then.
Historical documents show that Thomas Ponton bought the land in 1832. He and his brother built a cabin in the area and planned to build a mill nearby. They only stayed at the site for about 3 years.
11. (10 minutes) I will explain that even though some early pioneers came to settle in Michigan, the population grew very slowly. I will continue on with reasons why.
It was hard to travel to Michigan. Coming by water took a long time and was described as “dangerous,
unreliable, and uncomfortable.” Coming by land meant traveling on rocky, muddy roads and often having
to cross an area known as the “Black Swamp” in northwest Ohio. Much of Michigan had not been surveyed. The early surveys that had
been done were often inaccurate. They reported that Michigan was a land of “unhealthy swamps and sandy waste not suitable for farming.” People in the eastern part of the United States felt that Michigan did not have much to offer, especially to farmers.
12. (10 minutes) We will have a group discussion on what the students felt could be done to solve some of the problems that were keeping settlers from coming to Michigan. Possible responses could be:
Build better roads. Find a better way to travel by boat. Build towns to encourage settlers to come Survey Michigan so accurate maps could be made.
13. (20 minutes) I will review cause and effect charts with the students (from previous lessons). I will then give them Cause and Effect Chart for this lesson. I will explain that it looks different because this chart shows more than one cause and more than one effect. I will let them know that many causes and effects for events. The students will complete the chart. Then the students will share their answers with the class.
14. (10 minutes) To assess what the students have learned in this lesson, I will have them write a historical narrative describing early pioneer life in Michigan. I will give them the
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Writing Plan for a Historical Narrative and review it with them so that they know what is expected in this historical narrative. This will completed by the students at home.
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29pioneer
a person who goes to a new area to settle
Example: Pioneers came to Michigan and cleared the land for farming.
(SS030306)
30log cabin
a small house made of logs
Example: Early settlers in Michigan often built log cabins.
(SS030306)
31population
the number of people living in an area
Example: The population of Michigan grew slowly at first.
(SS030306)
32survey
mapping, measuring, and describing an area of land
Example: In the early 1800s not much of Michigan had been surveyed.
1. Getting to the land Traveling over rocky, muddy roads
that had no bridges Running the risk of getting lost
2. Building a temporary shanty to live in or living in your wagon
3. Building a cabin Cutting 50 to 60 trees Constructing walls of logs Cutting in a door and windows Using greased paper for windows since they had no glass Building a fireplace Making roof shingles of sliced logs Making a roof out of the shingles Holding down the shingles with small logs since nails were
Day 1: Day’s goal – To complete Clue #1 worksheetDay’s activities – I will ask the students “how do we learn about the past?” I will explain what primary and secondary sources are. I will break the students into partners and give each pair a magnifying glass. They will also be receiving worksheets “Clue #1” and “Clue #1 Analysis Chart”. I will ask the students to act as “detectives” and discover if the clue is primary or secondary.Day’s assessment – I will check for understanding during the discussion of primary and secondary sources. I will also be circulating the room as the students are being detectives to observe how they are determining what source the clues are.
Day 2:Day’s goal – To complete Clue # 2 worksheetDay’s activities – I will have the students complete another worksheet on primary and secondary sources, “Clue # 2” and “Clue # 2 Analysis Chart” (map). They will decide if the clue is primary or secondary again. They will then compare the two clues.Day’s assessment – I will check for understanding during the discussion of primary and secondary sources. I will also be circulating the room as the students are being detectives to observe how they are determining what source the clues are.
Day 3:Day’s goal – To complete Clue # 5 worksheetDay’s activities – I will have the students’ complete “Clue # 3” in the same method that they used the previous days (Timeline). We will review what timelines are and why they are so useful. The students will then compare Clue # 2 and Clue # 3. Clues and comparison will continue until Clue #5 is done and compared to Clue # 4. (All clues are associated with the history of Waterford.)Day’s assessment – I will be checking for understanding throughout this activity. I will be explaining and listening about all the clues with the students.
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Day 4:Day’s goal – Complete activities on “Clues” Day’s activities – Students will repeat what they have been doing the last few days with Clue 6 and Clue 7. I will then ask them to use what they have learned from the clues about the history of Waterford. Once we have discussed this I will ask them to determine one effect of the founding of Waterford.Day’s assessment – I will be circulating the classroom and listening to/observing the students processing of primary and secondary sources, I will help as needed. I will lead the class in discussion about the clues to make sure that the students understood what they were.
Day 5: Day’s goal – Complete Lesson 1Day’s activities – The class will review what we have learned in the lesson. Then answer the question “Why did it happen” referring to Waterford and the effect. The students will then complete the lesson assessment.Day’s assessment – The students will take an assessment on lesson 1. It will consist of 5 multiple choice, completing the chart (similar to the ones they used when they were investigating their clues), and distinguishing between primary and secondary sources.
Day 6:Day’s goal – Artifacts and review of primary and secondary sources.Day’s activities – I will ask the students if they thought the previous books we read were true stories. Then I would talk to them about artifacts. The students will look at pictures of artifacts. I will ask them to guess what the artifact is and what it is made of. We will then review about primary and secondary sources.Day’s assessment – I will check for understanding during discussion. I will circulate the room when the students are guessing about the artifacts.
Day 7:Day’s goal – Discuss what artifacts are used for “The Earliest People in Michigan” chart.Day’s activities – I will discuss with the students that archaeologist put these artifact clues together in order to understand more about the early people in Michigan. I will the project the “The Earliest People in Michigan” chart and
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discuss it with the students. The students will learn how the early people adapted to the new environment.Day’s assessment – Check for understanding during discussion.
Day 8:Day’s goal – Discuss Hopewell and analyze artifacts.Day’s activities – We will look at 3 “Clue” sheets. All of the sheets are evidence from a group of American Indians that lived in Michigan. I will explain that this group of American Indians were known as Hopewell, or Mound Builders. They left behind artifacts that were found near Grand Rapids Michigan. (Mounds because when the unnatural looking mounts of dirt were dug up (unusual because the land around was flat), the artifacts were found, such as: pottery and bones. We will then examine the “Clue” sheets and talk about what was unique on them (designs, spearheads, etc.).Day’s assessment – I will check for understanding during discussion. I will ask for volunteers so that I can make sure the students are grasping the discussion.
Day 9: Day’s goal – 3 major Indian groups in Michigan and completion of “Data Collection Sheet”.Day’s activities – I will show the map of the “People of the Three Fires”, which shows the location of the three major Indian groups in Michigan: Ojibwa, Ottawa, and Potawatomi. (This particular map shows the location 300 years ago.) I will project the “Data Collection Sheet” and review the 5 questions that we will learn about (from article) with the students. Then we will read the informational article on “The Ojibwa” together. I will ask the students to relay the main ideas of the article to me. The students will then answer the projected questions.Day’s assessment – Check for understanding during discussion. I will verbally review the article as we are reading it in case there are sections the students do not comprehend.
Day 10:Day’s goal – Complete readings “Potawatomi” and “Ottawa” and complete data sheets for both.Day’s activities – The students will pair up and read “Potawatomi” together. They will then complete another “Data Collection Sheet”. We will come together and share our answers. Next the students will independently read
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“Ottawa” and complete a “Data Collection Sheet”. We will again share the answers as a class. Day’s assessment – I will circulate the room while the students work, listening to their discussions as possible. I will help when needed.
Day 11:Day’s goal – Human/Environment chart and other American IndiansDay’s activities – I will project a “Human/Environment Interaction” chart (blank) and ask students to give me examples of natural resources. I will list them on the chart. I will do the same with adapting to the environment and modifying the environment. (We would have a discussion on what both of these mean before I ask for examples.) I will introduce other American Indian groups who lived in Michigan besides the “Three Fires”: Huron, Miami, and Menominee. We will discuss their location as well.Day’s assessment – I will check for understanding throughout discussion. I will ask students to volunteer when possible so that I know they are grasping the concept.
Day 12:Day’s goal – Discuss present day Indians. Read “Skysisters” and complete a Data Collection Sheet on it.Day’s activities – I will discuss with the students that the Indians we are talking about were from the past, but there are still some in the present. I will display the map of “Indian Reservations and Tribes in Michigan”. This is a map of current day Indians. I will point out the different groups and where they live today. We will then read one final book on Indians of the past called “Skysisters”. We will complete a Data Collection Sheet on this story together.Day’s assessment – I will check for understanding throughout discussion. I will ask students to volunteer when possible so that I know they are grasping the concept.
Day 13:Day’s goal – Begin assessmentDay’s activities – The students will create a power point presentation describing some facet of American Indian in Michigan.Day’s assessment – The students will start a power point presentation on what we have been discussing in this lesson. At least 6 slides are required and 3 pictures. I will encourage the students to include their own creativity.
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Day 14Day’s goal – Complete assessmentDay’s activities – The students will work on their power point until it is completed. If completed early, students may read independently. Day’s assessment – I will have the students share their power point with me electronically.
Day 15:Day’s goal – To read “Shingebiss” and compare it to the previous days’ book, “The Legend of the Lady Slipper”.Day’s activities – We will talk about the cover and illustrations in the book before we read it. We will go over the Glossary of Ojibwe words found at the front of the book. Once we are done reading the book, the students will compare it to “The Legend of the Lady Slipper”.Day’s assessment – I will observe the students during discussion and check for understanding throughout discussion. I will listen as the student compare the book so that I will know if they grasped the importance of this portion of the lesson.Day 16:Day’s goal – Complete the Story Chart and ShareDay’s activities – In groups they will complete another “Story Chart” on the two books that we read. Once they have completed the chart, we will come back together as a class and share what everyone wrote.Day’s assessment – I will circulate the classroom and listen to the students as they work in a group. I will offer instruction if needed.
Day 17:Day’s Goal – Complete AssessmentDay’s activities – I will read the story “How the Beaver Got His Tail” to the students. The students will complete the assessment on lesson 2.Day’s assessment – The students will complete a Story Element on “How the Beaver Got His Tail”.
Day 18:
Day’s goal – To read and complete the Story Elements Chart on “The Legend of the Lady Slipper”.
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Day’s activities – I will explain that a part of American Indians culture is to tell legends. I will project a picture of the “Lady Slipper” (flower) and ask the students how they think the flower got its name. I will then read them the story “The Legend of the Lady Slipper”. We will discuss the story by completing the Story Elements Chart together.Day’s assessment – I will observe the students paying attention while I am talking to them about cultures and legends. I will ask if they have any question on what we discussed. By completing the chart together (having the students help out) I will also be able to see if they understood the book.
Day 19:Day’s goal – To read “Shingebiss” and compare it to the previous days’ book, “The Legend of the Lady Slipper”.Day’s activities – We will talk about the cover and illustrations in the book before we read it. We will go over the Glossary of Ojibwe words found at the front of the book. Once we are done reading the book, the students will compare it to “The Legend of the Lady Slipper”.Day’s assessment – I will observe the students during discussion and check for understanding throughout discussion. I will listen as the student compare the book so that I will know if they grasped the importance of this portion of the lesson.Day 20:Day’s goal – Complete the Story Chart and ShareDay’s activities – In groups they will complete another “Story Chart” on the two books that we read. Once they have completed the chart, we will come back together as a class and share what everyone wrote.Day’s assessment – I will circulate the classroom and listen to the students as they work in a group. I will offer instruction if needed.
Day 21:Day’s Goal – Complete AssessmentDay’s activities – I will read the story “How the Beaver Got His Tail” to the students. The students will complete the assessment on lesson 2.Day’s assessment – The students will complete a Story Element on “How the Beaver Got His Tail”.
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Reflection
I did my unit plan for 3rd grade Social Studies, “Early English Settlers in Michigan”. I honestly did not know a lot about this subject. I was aware of the basics: Native Americans were in Michigan first; early settlers and the Native Indians fought (I knew that they fought over land, but did not know that fur trade played such a big part), and Michigan was one of the 13 colonies and eventually one of the 13 states. What I needed to re-learn in order to complete this unit was how the Native Americans and early settlers adapted and worked together to help make Michigan what it is today through all the conflict (I knew there was a lot of conflict between early settlers and Indians, but what I did not know was the war was mainly between the settlers and the Indians had to choose a side.) I had to review a lot of the “detailed” part of this historical event.
I incorporated revisions on my peer feedback of my stages well. Some of my peers were very knowledgeable on this unit, therefore the feedback I received was very beneficial. It was also helpful to read how they understood some of the instruction compared to how I did. I was able to build more into my overviews, and challenges that I expected from the students, etc.
Planning this unit influenced my vision and goals for social studies education very positively. I have always felt that social studies was my weakest subject and struggled with it. Throughout this unit plan, I found that I really enjoyed learning/being “refreshed” about the past history of Michigan. While I was looking for some already completed lesson plans and other sources to use to help with my unit plan, I found myself wanting to look up more and take what I was learning further. I do believe that I will be spending more time reading and researching about past events as I am able.
I feel that this unit plan has been extremely beneficial for me and my future of lesson planning. I started, and restarted, and then restarted again. Every time I thought I was onto something good, I would find something better. I learned that I need to know all standards and complete all my research before actually trying to put a smooth collaborative lesson together. I figured out that it is not easy to create one on my own, but to use one that is already created and build off that, according to my teaching style and the student’s level of understanding/needs. This unit plan also taught me how organized and structured these plans need to be. I believe that after this lesson plan has given me a great example to follow for my future lesson plans.
One of the biggest challenges I faced was trying to make a smooth lesson plan on my own. I tried taking several different lesson plans and combining them into one. They ended up sort of “choppy” and rough. I spent a lot of time trying to revise, rearrange, take parts out, add parts in, etc. (In this way, I learned a lot in a non-productive way.) Through further research, I found a lesson plan that really fit my teaching style and used it. I changed some of ways the lessons were taught, but still used the materials in the lesson. I cut a few parts of the lesson, but was able to incorporate something similar (that I had a better feel for) from some of my other research. I added material that I felt might help the students understand better (example would be a current map so that the students will be able to see what was then and what is now at the same time).
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I am most proud of completing this lesson. I was so overwhelmed in the beginning and certain times throughout the semester. However, I am happy with the final project. I am proud that I was able to keep pushing on with an open mind (through the frustration) until I figured out what worked for me.
Now that I have begun planning lessons and units, I have a much greater appreciation for teachers. I love teaching and have always admired teachers, but honestly, I did not realize how much work and time goes into each unit and individual lesson plan. Teachers have a lot on their plate before you even add unit and lesson plans onto it. I have always looked up to their patience, great knowledge in their area of expertise (and other places), time spent at school and after school helping students and grading. I knew some time went into lesson planning, but never would have guessed everything that is put into completing them, before they even get to the point of implementing them in the classroom.
I have learned more than I thought possible from unit/lesson pla
